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Qualitative Inquiry in Clinical and Educational Settings




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ISBN 9781609182458
Published September 25, 2011 by Guilford Press
504 Pages

 
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Book Description

This highly readable text demystifies the qualitative research process—and helps readers conceptualize their own studies—by organizing the different research paradigms and traditions into coherent clusters. Real-world examples and firsthand perspectives illustrate the research process; instructive exercises and activities build on each other so readers can develop their own proposals or reports as they work through the book. Provided are strategies for selecting a research topic, entering and exiting sites, and navigating the complexities of ethical issues and the researcher's role. Readers learn how to use a range of data collection methods—including observational strategies, interviewing, focus groups, e-mail and chat rooms, and arts-based media—and to manage, analyze, and report the resulting data.
 
Useful pedagogical features include:
*In-class and field activities to apply qualitative concepts.
*Discussion questions, proposal development exercises, and reflexive journal activities.
*Exemplary qualitative studies and two sample proposals.
*Cautionary notes, or ""Wild Cards,"" about possible research pitfalls.
*Tables that summarize concepts and present helpful tips.

 

Table of Contents

I. Foundations of Qualitative Inquiry
1. Introduction to Qualitative Inquiry
• Chapter Preview
• A Rationale for Qualitative Research
• Characteristics of Qualitative Research
• The Qualitative–Quantitative “Debate”
• A Brief History of Qualitative Inquiry
• Qualitative Inquiry Today: Applied Research in Clinical and Educational Settings
• Building a Research Agenda
• The Top 10 Points to Consider about Qualitative Research
• Chapter Summary
• Recommended Readings
2. Qualitative Research Paradigms and Traditions
• Chapter Preview
• A Cautionary Note
• Philosophies of Science
• Research Paradigms
• Research Traditions
• The Universal Tradition: Case Study
• Experience and Theory Formulation: Grounded Theory, Phenomenology, Heuristic Inquiry, and Consensual Qualitative Research
• The Meaning of Symbol and Text: Symbolic Interaction, Semiotics, Life History, Hermeneutics, and Narratology
• Cultural Expressions of Process and Experience: Ethnography, Ethnomethodology, and Autoethnography
• Research as a Change Agent: Participatory Action Research
• Chapter Summary
• Recommended Readings
3. Ethical Issues in Qualitative Research
• Chapter Preview
• A Case for Ethics in Qualitative Research
• A Brief History of Research Ethics
• Ethical Guidelines in Clinical and Educational Disciplines
• Key Ethical Concepts in Qualitative Research
• Additional Ethical Considerations in Qualitative Inquiry
• Chapter Summary
• Recommended Readings
II. Qualitative Research Design
4. Selecting a Topic
• Chapter Preview
• Selecting a Topic
• Research Goals
• Conceptual Framework
• Purpose Statement
• Research Questions
• Is a Mixed Methods Approach Suitable?
• Chapter Summary
• Recommended Readings
5. Understanding the Researcher’s Role
• Chapter Preview
• Researcher Reflexivity
• Subjectivity in Qualitative Inquiry
• “Voice” of Participants in Qualitative Research
• Use of Peer Debriefers
• To Use a Research Team—or Not?
• Chapter Summar
• Recommended Readings
6. Entering the Field
• Chapter Preview
• Entering the Field
• Choosing a Sampling Method
• Purposeful Sampling Methods
• Sample Size
• Selecting and Entering a Site
• Building Rapport with Gatekeepers, Stakeholders, and Key Informants
• Exiting the Field
• Chapter Summary
• Recommended Readings
7. Maximizing Trustworthiness
• Chapter Preview
• What Is “Good” Research?
• Validity and Qualitative Research
• Role of the Researcher, Revisited
• Criteria of Trustworthiness
• Strategies of Trustworthiness
• Considerations in Establishing Trustworthiness
• Chapter Summary
• Recommended Readings
III. Data Collection and Analysis
8. Data Collection via Fieldwork, Interviewing, and Focus Groups
• Chapter Preview
• Linking Method to Research Design
• Observations
• Individual Interviews
• Focus Group Interviews
• Other Data Collection Considerations
• Triangulating Individual and Focus Group Interview Data
• Chapter Summary
• Recommended Readings
9. Data Collection Using the Internet, Documents, or Arts-Based Methods
• Chapter Preview
• General Reminders about Selecting Data Collection Method(s)
• Media as Method and Source of Data Collection
• Using the Internet for Data Collection
• Using Visual Methods for Data Collection
• Using Written Materials for Data Collection
• Using Other Documents for Data Collection
• Chapter Summary
• Recommended Readings
10. The Basics of Qualitative Data Management and Analysis
• Chapter Preview
• Qualitative Data Analysis
• Steps of Qualitative Data Analysis
• Coding Considerations
• Additional “Generic” Strategies of Qualitative Data Analysis
• Qualitative Data Management
• Case Displays
• Qualitative Software
• Chapter Summary
• Recommended Readings
11. Qualitative Data Analysis by Research Tradition
• Chapter Preview
• General Thinking on Qualitative Data Analysis across Traditions
• Qualitative Data Analysis with the Universal Tradition: The Case Study
• Qualitative Data Analysis in Experience and Theory Formulation: Grounded Theory, Consensual
Qualitative Research, Phenomenology, and Heuristic Inquiry
• Qualitative Data Analysis with Symbol and Text: Narratology, Biography, and Hermeneutics
• Qualitative Data Analysis of Cultural Expressions of Process and Experience: Ethnography,
Ethnomethodology, and Autoethnography
• Qualitative Data Analysis When Research Is a Change Agent: Participatory Action Research
• Postscript: A Final Note on Qualitative Data Analysis
• Chapter Summary
• Recommended Readings
IV. Presenting Your Qualitative Research
12. Writing and Presenting Qualitative Research
• Chapter Preview
• Developing a Research Proposal
• Writing a Quality Proposal
• Writing the Research Report
• Presenting Your Findings in Student and Professional Settings
• Publishing your Findings
• Chapter Summary
• Recommended Readings
Appendix A. Glossary of Key Terms
Appendix B. Sample Qualitative Proposals

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Author(s)

Biography

Danica G. Hays, PhD, LPC, NCC, is Associate Professor of Counseling and Chair of the Department of Counseling and Human Services at Old Dominion University. Her research interests include qualitative methodology, assessment and diagnosis, trauma and gender issues, and multicultural and social justice concerns in counselor preparation and community mental health. She has published numerous articles and book chapters and has coauthored or coedited three previous books. Dr. Hays is the Founding Editor of the journal Counseling Outcome Research and Evaluation. She is a recipient of the Outstanding Research Award, Outstanding Counselor Educator Advocacy Award, and Glen E. Hubele National Graduate Student Award from the American Counseling Association, as well as the Patricia B. Elmore Excellence in Measurement and Evaluation Award and President’s Special Merit Award from the Association for Assessment in Counseling and Education.

Anneliese Singh, PhD, LPC, is an award-winning social justice scholar, author, speaker, and community organizer who speaks on a wide variety of racial healing; racial justice; diversity, equity and inclusion; and LGBTQ+ topics. She is the inaugural Chief Diversity Officer at Tulane University, where she is Professor in the School of Social Work and has a joint appointment in the Department of Psychology. Dr. Singh has taught widely on qualitative research methods and academic writing in the behavioral and social sciences. Her research, practice, advocacy, and more than 100 publications explore the resilience and liberation experiences of trans people, people of color, survivors of trauma, and South Asian immigrants, as well as social justice and empowerment training. Dr. Singh founded the Georgia Safe Schools Coalition and the Trans Resilience Project to translate her LGBTQ+ research findings into school and community-based change efforts. She has given TEDx talks on gender liberation and is a frequent workshop presenter. Dr. Singh’s pronouns are she/her/hers and they/them/theirs.

Reviews

"This book is a tremendous resource--well written, comprehensive, accurate, insightful, and accessible. I find especially refreshing the way the authors 'cluster' the research traditions, which provides a sound, logical, and fluid way of understanding and applying them. The chapters offer reader-friendly, practical tips in a largely jargon-free writing style that helps to guide the reader through the decisions and dilemmas inherent in a qualitative approach."--Thomas Schram, PhD, Department of Education, University of New Hampshire

"This text offers a solid overview of qualitative methods and recognizes the work of major authors in this area. The attention to diverse research traditions will be very helpful to novice researchers, as will the emphasis on helping students develop their own projects, which fits how the research courses in our program are taught. The perspectives, activities, and Wild Cards throughout the chapters reinforce this purpose. Chapters on data collection, analysis, and writing present an array of techniques, strategies, and firsthand accounts to help students work through this process and think critically about their own work. I would use this text and will recommend it to others."--Cray Mulder, PhD, LMSW, School of Social Work, Grand Valley State University, Michigan

"Written in an accessible and manageable style for graduate students, advanced undergraduates, or professionals, this book makes excellent use of examples throughout. Readers will be especially interested in the examples the authors bring from their personal research agendas. I really like the discussion of the different purposes of research (basic, applied, action, evaluation), since qualitative research methods texts often neglect to discuss the usefulness of qualitative methods to basic research. The book does a good job of educating readers about why qualitative research is just as rigorous and as valuable as quantitative research. Although primarily targeted toward clinical and educational researchers, this book will be useful for any social scientist who wants to acquire a rich understanding of the theoretical underpinnings of qualitative research."--Lisa Harrison, PhD, Department of Psychology, California State University, Sacramento

"This book provides the groundwork for understanding the paradigms and tensions of qualitative inquiry and for building skills in research design, methods, and analysis. Integrated throughout are real-world examples and activities that clearly inform and demystify the process of qualitative research. The graphs, concept maps, quotes from qualitative researchers, and examples are very congruent to what one would find in a qualitative research study. I especially liked the examples of coding, developing themes, and handling data; the authors have done an amazing job."--Kathleen Burns-Jager, PhD, LMFT, former director, Michigan State University Family and Child Clinic

"This book is interesting, informative, and worthy of class adoption. The chapters are user friendly and easy to read, including clear definitions and explanations. The hands-on activities and exercises, case examples, and helpful hints will be helpful to students' comprehension."--Ruth Chao, PhD, Morgridge College of Education, University of Denver

"This is one of the more readable qualitative texts I've seen. I very much like the multi-method approach to definitions and explanations--the tables, charts, and models allow for thorough yet clear definitions of terms, enabling researchers to situate their studies within accepted designs and terminology."--Wendy Troxel, EdD, Department of Educational Administration and Foundations, Illinois State University

"I will definitely recommend this text to colleagues and will consider using it in my own teaching. The chapters are well presented, with plenty of examples and activities for in-class use, group discussions, and reflexive journaling. The use of the scientist-practitioner model is a particularly good way of framing the research endeavor for clinicians."--Rajeswari Natrajan-Tyagi, PhD, Marriage and Family Therapy Program, California School of Professional Psychology, Alliant International University

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